Cited References

Page 5

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool children confirm self-esteem’s role in maintaining a balanced identity. Journal of Experimental Social Psychology, 62, 50–57.

Cvencek, D., Fryberg, S. A., Covarrubias, R., & Meltzoff, A. N. (2018). Self-concepts, self-esteem, and academic achievement of minority and majority North American elementary school children. Child Development, 89, 1099-1109

Page 6

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2011). Measuring implicit attitudes of 4-year-olds: The Preschool Implicit Association Test. Journal of Experimental Child Psychology, 109, 187-200

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool children confirm self-esteem’s role in maintaining a balanced identity. Journal of Experimental Social Psychology, 62, 50–57.

Rhodes, M. and Baron, A. (2019). The development of social categorization. Annual Review of Developmental Psychology, 1, 359–386.

Page 7

Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-gender stereotypes in elementary-school children. Child Development, 82, 766–779.

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school children in Singapore. Learning and Instruction, 39, 1–10.

Master, A., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. International Journal of Gender, Science, and Technology, 12, 152–198.

Page 8

Greenwald, A. G., & Banaji, M. R. (2017). The implicit revolution: Reconceiving the relation between conscious and unconscious. American Psychologist, 72, 861–871

Greenwald, A. G., McGhee, D. E., & Schwartz, J. K. L. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464–1480

Page 9

Cvencek, D., Brečić, R., Gaćeša, D., & Meltzoff, A. N. (2021). Development of math attitudes and math self-concepts: Gender differences, implicit-explicit dissociations, and relations to math achievement. Child Development, 92, e940-956.

Page 11

Cvencek, D., Meltzoff, A. N., Maddox, C. D., Nosek, B. A., Rudman, L. A., Devos, T. . . Greenwald, A. G. (2020). Meta-analytic use of Balanced Identity Theory to validate the Implicit Association Test. Personality and Social Psychology Bulletin. 46, 1–16,

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2014). Cognitive consistency and math-gender stereotypes in Singaporean children. Journal of Experimental Child Psychology, 117, 73–91.

Page 12

Cvencek, D., Fryberg, S. A., Covarrubias, R., & Meltzoff, A. N. (2018). Self-concepts, self-esteem, and academic achievement of minority and majority North American elementary school children. Child Development, 89, 1099-1109

Fryberg, S. A., Markus, H. R., Oyserman, D., & Stone, J. M. (2008). Of warrior chiefs and Indian princesses: The psychological consequences of American Indian mascots. Basic and Applied Social Psychology, 30, 208–218

Page 13

Chin, M., Quinn, D., & Dahliwal, T., (2020). Bias in the air: a nationwide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher, 49, 566-578.

Cvencek, D., Fryberg, S. A., Covarrubias, R., & Meltzoff, A. N. (2018). Self-concepts, self-esteem, and academic achievement of minority and majority North American elementary school children. Child Development, 89, 1099-1109

Gershenson, S., Holt, S., & Papageorge, N. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52, 209-224.

Gilliam, W., Maupin, A., Reyes, C., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions? Yale University Child Study Center.

Page 14

Dee, T. (2004). Teachers, race and student achievement in a randomized experiment. The Review of Economics and Statistics, 86, 195-210.

Gershenson, S. et al. (2021). The long-run impacts of same race teachers. National Bureau of Economic Research, 2018 working paper revised, February 2021.

Page 15

Brummelman, E., & Dweck, C. S. (2020). Paradoxical effects of praise: A transactional model. In E. Brummelman (Ed.). Psychological Perspectives on Praise (pp. 55–64). Abingdon, UK: Routledge

Haimovitz, K., Dweck, C. S. (2016).  What predicts children’s fixed and growth intelligence mindsets? Not their parents’ views of intelligence but their parents’ views of failure. Psychological Science, 27, 859-869.

Kamins, M.L., Dweck, C. S. (1999).  Person versus process praise and criticism: Implications for contingent self-work and coping.  Development Psychology, 35, 835-847.

Yeager, D.S., Hanselman, P., Walton, G.M. et al. (2019). A national experiment reveals where a growth mindset improves achievement.  Nature, 573, 364-369.

Page 16

del Río, M. F., Strasser, K., Cvencek, D., Susperreguy, M. I., & Meltzoff, A. N. (2019). Chilean kindergarten children’s beliefs about mathematics: Family matters. Developmental Psychology, 55, 687–702.

del Río, M. F., Susperreguy, M. I., Strasser, K., Cvencek, D., Iturra, C., Gallardo, I., & Meltzoff, A. N. (2021). Early sources of children’s math achievement in Chile: The role of parental beliefs and feelings about math. Early Education and Development, 32, 637–652.